Gretchen A. Van de Walle

Bases for Object Individuation in Infancy: Evidence From Manual Search

Two studies exploited a new manual search methodology to assess the bases on which 10- to 12-month-olds individuate objects. Infants saw 1 or 2 objects placed inside an opaque box, into which they could reach. Across conditions, the information specifying 2 objects differed. The dependent measures reflected persistence of reaching into a box that was empty regardless of whether an object should have remained. Success consists of little reaching after all objects are removed and persistent reaching for an object not yet retrieved. Given spatiotemporal information for 2 objects, both age groups succeeded. Given only property or kind information, only 12-month-olds succeeded. Despite disparate information-processing demands, this pattern converges with looking time data (Xu & Carey, 1996; Xu, Carey, & Welch, 1999), suggesting a developmental change orthogonal to that of executive function. This change may reflect the emergence of kind representations.

The development of ordinal numerical competence in young children.

Two experiments assessed ordinal numerical knowledge in 2- and 3-year-old children and investigated the relationship between ordinal and verbal numerical knowledge. Children were trained on a 1 vs 2 comparison and then tested with novel numerosities. Stimuli consisted of two trays, each containing a different number of boxes. In Experiment 1, box size was held constant. In Experiment 2, box size was varied such that cumulative surface area was unrelated to number. Results show children as young as 2 years of age make purely numerical discriminations and represent ordinal relations between numerosities as large as 6. Children who lacked any verbal numerical knowledge could not make ordinal judgments. However, once children possessed minimal verbal numerical competence, further knowledge was entirely unrelated to ordinal competence. Number may become a salient dimension as children begin to learn to count. An analog magnitude representation of number may underlie success on the ordinal task.

The Animate-Inanimate Distinction in Infancy: Developing Sensitivity to Constraints on Human Actions

Infants aged 4 and 6 months were presented with events in which a person acted so as to set another person, or an inanimate object, in motion. In one condition, the actor spoke to the person (natural) or inanimate object (unnatural); in the other condition, the actor grasped and manipulated the person (unnatural) or object (natural). Six-month-old infants looked reliably longer at the natural actions than at the unnatural actions. A follow-up experiment revealed that their preference depended on the naturalness of the human actions themselves, not on the features or motions of the person or object that was acted upon. Looking preferences at 4 months were equivocal, consistent with the thesis that sensitivity to the natural actions develops over the first 6 months of age. We discuss these findings in relation to the development of social understanding, social gaze, and visual exploration.

Daily animal exposure and children's biological concepts.

A large body of research has focused on the developmental trajectory of childrens acquisition of a theoretically coherent naive biology. However, considerably less work has focused on how specific daily experiences shape the development of childrens knowledge about living things. In the current research, we investigated one common experience that might contribute to biological knowledge development during early childhood-pet ownership. In Study 1, we investigated how children interact with pets by observing 24 preschool-aged children with their pet cats or dogs and asking parents about their childrens daily involvement with the pets. We found that most of young childrens observed and reported interactions with their pets are reciprocal social interactions. In Study 2, we tested whether children who have daily social experiences with animals are more likely to attribute biological properties to animals than children without pets. Both 3- and 5-year-olds with pets were more likely to attribute biological properties to animals than those without pets. Similarly, both older and younger children with pets showed less anthropocentric patterns of extension of novel biological information. The results suggest that having pets may facilitate the development of a more sophisticated, human-inclusive representation of animals.

Infants' haptic perception of object unity in rotating displays

Four-month-old infants were allowed to manipulate, without vision, two rings attached to a bar that permitted each ring to undergo rotary motion against a fixed surface. In different conditions, the relative motions of the rings were rigid, independent, or opposite, and they circled either the same fixed point outside the zone of manipulation or spatially separated points. Infants’ perception of the ring assemblies were affected by the nature of the rotary motion in two ways. First, infants perceived a unitary object when the felt ends of the object underwent a common, rigid rotary motion; perception of object unity was stronger in this condition than when the ends underwent either independent or opposite rotary motions. Second, infants perceived two distinct objects when the felt ends of the objects underwent independent rotary motions that centred on distinct fixed points. Perception of the distinctness of the objects was less clear when the ends underwent opposite or independent rotary motions that centred on a common fixed point. These findings provide the first evidence that infants are sensitive to rotary motion patterns and can extrapolate a global pattern of rigid motion from the distinct, local velocities that they produce and experience at their two hands.

Parent–Child Conversations About Animals in Informal Learning Environments

ABSTRACT A large body of empirical research has focused on understanding childrens biological knowledge development. However, limited research has investigated the informal learning experiences through which children actively construct biological concepts. The current study focused on examining whether parents provide information that supports and shapes childrens emerging biological knowledge within settings that provide opportunities for biological learning about animals. We observed parent–child interaction within informal learning environments about two different types of animals: A penguin exhibit at a zoo and an insect exhibit at a science museum. Fifty-two families with preschool and school-aged children participated. Parents more frequently provided important, unobservable information such as predictions and causal inferences to the youngest children, potentially supporting the development of childrens knowledge. However, parents seldom explicitly supported their childrens knowledge by providing explanations of readily observable biological processes. Further research examining these and other direct and indirect animal experiences in informal learning settings can help us better understand how to support childrens early biological learning.

Learning About Real Animals From Anthropomorphic Media

While a large body of empirical research has investigated preschool-aged children’s knowledge of the natural world, comparatively little attention has been paid to the relevant cultural and social input that shapes the content and development of children’s factual knowledge and conceptual reasoning. In the current research, we experimentally examined the impact of exposure to one particularly common and relevant cultural tool for learning about living things: storybooks. While anthropomorphism—the attribution of human characteristics to nonhuman entities—has long been a staple of children’s storybooks, researchers have only recently focused on directly measuring its effect on children’s knowledge about real animals. Contrary to previous research, we found that anthropomorphic language and pictures in storybooks did not interfere with factual learning about real animals. Even though children did retell anthropomorphic stories using anthropomorphic language, they were nonetheless better at providing factual, biological explanations after being read an anthropomorphic storybook. Our results suggest that anthropomorphism in storybooks may not have the strong, negative impact as previously suggested and supports the need for further research on the potential educational role of fantasy elements such as anthropomorphism in children’s media.

Using Animals to Teach Children Biology: Exploring the Use of Biological Explanations in Children’s Anthropomorphic Storybooks

ABSTRACT Research Findings: Anthropomorphism—the attribution of human characteristics to nonhuman entities—has long been a staple of children’s media. However, children’s experiences with anthropomorphic media may interfere with biological reasoning instead encouraging an anthropocentric view of the natural world. To date, little research has addressed the typical content of children’s storybooks about animals: Do these storybooks present factual information that may support early developing biological reasoning, or do they instead focus on human-centered, psychological information that may encourage anthropocentrism? We analyzed the types of causal explanatory information that commercial storybooks about animals provide to children about 2 biological concepts that have been extensively studied in the experimental literature: biological inheritance and the transmission of illness. Using coding schemes similar to those used in prior experimental literature to assess preschool-age children’s biological reasoning, we found that none of the anthropomorphized books presented children with scientifically accurate causal mechanisms. These books focused almost exclusively on social-emotional experiences as opposed to biological explanations, which may inadvertently encourage anthropocentric reasoning. Practice or Policy: Understanding more about the content of informal sources of early learning can help inform educators on how to best support developing knowledge about the natural world and biological properties.